Kaharuddin

It's All About Interactional Speaking Skills Kaharuddin

This book brings out two main sections i.e. 1). THE SECTION OF INTERACTIONAL SPEAKING SKILLS. This section is written for four major reasons: The first, describing the ideas of speaking in term of definitions which are adopted from linguists and language practitioners' opinions for the sake of giving a clearer picture of what speaking is, what components they need to know of speaking, and the types of speaking in real social context. The second, providing useful information on basic skills required to be able to interact naturally in English (such as how to start a conversation, continue the conversation and end the conversation successfully etc.) for the sake of equipping the students' basic skills to establish harmonious social relationship with native speakers of English. The third, presenting some interactive examples which are very close to the English native speakers' life authenticity. These examples are taken to show the students how they should interact with native speakers and provide them appropriate expressions to interact naturally with them. The forth, discussing 50 sentence structures which can be learned and used by the students when speaking English with English native speakers in real life communications. 2). THE SECTION OF INTERACTIONAL SPEAKING SKILLS' PEDAGOGY. This section is written for two main reasons i.e. The first, using the materials in this book to show how to teach speaking (practical context) and about speaking (theoretical context). Therefore, section contains theories of teaching speaking, as well as speaking activities which are developed on the basis of CLT as the theory underlying the teaching procedures. The second, contributing the concept of CLT procedures in real classroom interaction involving Indonesian learners of English which is then expected to be a basic pattern for developing materials of speaking course employed by language teachers and language curriculum developers in educational institutions. In addition to presenting the theory of CLT procedures and teaching materials which are compiled based on the CLT framework, this work also shows a possibility to affiliate CLT with cooperative learning technique.